PEDAGOGICAL FOUNDATIONS FOR DEVELOPING ENTREPRENEURIAL COMPETENCE IN VOCATIONAL EDUCATION: A CONCEPTUAL FRAMEWORK FOR DUAL EDUCATION

Abstract

This conceptual paper examines the pedagogical foundations required to develop entrepreneurial competence among students in vocational education, with particular attention to dual education and the integration of school- and workplace-based learning. The paper replaces unsupported empirical claims with a transparent focused narrative review of authoritative vocational-education frameworks and relevant peer-reviewed studies. The synthesis identifies six interdependent foundations: competence-oriented learning outcomes; curriculum integration; action-based and project-based pedagogy; coherent coordination between school and workplace learning; guidance, mentoring, and institutional support; and authentic assessment combined with continuous programme improvement. On this basis, a staged implementation model is proposed in which students move from opportunity recognition to idea development, validation, resource planning, implementation, and reflection. The model treats entrepreneurship not only as business creation but also as the capacity to transform ideas into economic, social, or cultural value. The analysis argues that isolated courses, occasional competitions, and general motivational activities are insufficient unless they are connected to vocational specialisms, employer participation, structured advisory services, and evidence-based assessment. The paper concludes that entrepreneurial competence should be embedded across the vocational learning ecosystem and supported by trained teachers, workplace mentors, accessible guidance, and institutional leadership.